Spring 2016_Phonics/ Word Study

Homophones Lesson Plan

Name:
Megan Butterman
School: Miller Middle
School
Grade Level: 6th, 7th, and 8th
Number of Students in Class: 67
Unit: Grammar
(parts of speech and homophones)
Lesson Duration: 30-40
minutes
Day, Date, and Time of Lesson:4/6/16
1. Objective(s): By the end of the lesson, students will be able to define and/or
show the meanings of different homophones and be able to use the 5 words (there,
their, theyre, your, and youre) correctly in at least 3 sentences.

2. Colorado Academic Standards:

6th Grade Language Arts
3. Specific editing for grammar, usage, mechanics, and clarity gives writing its
precision and legitimacy
Evidence Outcome: a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. (CCSS: L.6.1)
WIDA Standards
ELLs communicate information, ideas, and concepts necessary for academic
success in the content area of Language Arts.
3. Learning Target(s): I can explain the differences between their, there, theyre,
your, and youre and use them correctly in sentences.
4. Assessment:
Exit ticket write down 3 sentences using all 5 of our focus words. (their, there,
theyre, your, and youre)
Formative Assessment throughout the lesson Checks for understanding
5. Materials:

https://www.youtube.com/watch?v=pjAJswDB14s&list=PLpQQipWcxwt
_tkSZ3RLFNeme31Euy59l&index=1(yourandyourevideo1min)theyarecreative
videosandothermiddleschoolteacherscommentedthattheirclassesenjoyedthem.
https://www.youtube.com/watch?v=FG9Igd9Cwk(Their,thereandtheyrevid1.5m)
Pageswith5mainwordsonthemhangingaroundtheroom.
Listofcreativesentencestopullfrom

6. Essential Questions or Big Picture Statement:

How can knowing the parts of speech make grammar easier?
How can homophones be confusing?

Spring 2016_Phonics/ Word Study

Since were learning about homophones, try to notice how many times you use
these words when you talk or write.
7. Introduction/Anticipatory Set: Now, weve been doing some activities
reviewing words that sound the same, called homophones; today were going to
focus on there, their, and theyre; as well as your and youre. Raise your hand if you
think you know the differences between these words. Perhaps also say a sentence
to pull them in using all of the there homophones to emphasize there meanings.
8. ****Step-by-Step Lesson Process:****
Introduction/Anticipatory Set:
Now, weve been doing some activities reviewing words that sound the same,
called homophones; today were going to focus on there, their, and theyre; as well
as your and youre. Raise your hand if you think you know the differences between
these words. Perhaps also say a sentence to pull them in using all of the there
homophones. (Students will have just finished the Do Now and are sitting at their
desks). (2 min)
Direct Instruction
Then they will watch the 2 videos (only 2.5 min of video). After each video, come up
with an action for each word, so that the definition of the word becomes physical.
They can first turn to a shoulder partner and then any group can present what they
came up with. Then the class can decide the movement to use. Model each
movement with the students. Let them be creative. Say each word a few times to
make sure we have the action down. Students have to do the action along with the
teacher (to be able to come up with accurate movements is a check for
understanding of content). (10-15 min)
Guided Practice
Then, I will say a sentence, and students will get up and walk to the sign on the wall
with the correct word. You may have noticed the signs on the wall with these words
on them. I am going to say a sentence (I can repeat it as many times as you need)
and then you will stand by the word you think it is. Please be ready to explain why!
For example, if I thought the sentence Their dog is cute shows possession, which
word would I go to? Model walking to the word and couple times and then hand
over the reins (check for understanding of process). This activity is a check for
understanding of content. If students are struggling, go back to the movements and
definitions. They can do the movements in this activity as well! If they are doing a
great job, choose students to start coming up with their own sentences. A random
student gets to come up with the next sentence. At this point, the teacher will be
simply observing and helping when needed. (10 min)
Independent Practice

Spring 2016_Phonics/ Word Study

Students will write 3 sentences, using all 5 of the key vocab we learned in their
comp books. This will be a formal formative assessment to check for understanding
of the content. (5 min)
Closure
Then they will end with a short exit ticket. (5 min)
The exit ticket may also have a survey of how they liked my lesson and the
activities. Just one or two questions on how confident theyd be able to tech this
content to a peer, what they liked about the lesson, and what they didnt like about
the lesson. This is a way for me to get feedback for future lessons that may involve
similar activities. It also gives them a say in how they are taught to some degree.

Spring 2016_Phonics/ Word Study

There

Spring 2016_Phonics/ Word Study

Theyre

Spring 2016_Phonics/ Word Study

Their

Spring 2016_Phonics/ Word Study

Your

Spring 2016_Phonics/ Word Study

Youre